Grade Level: 10/11 Subject Area: Social Studies (U.S. History) Title: Andrew Jackson: Good, Evil, and the Presidency Standards: NCDPI SCOS Competency Goal 2 Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and sectionalism. 2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism. 2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism. Time Required: 2 90 min. class periods Resources: - The Americans text - PBS Video Andrew Jackson: Good, Evil, and the Presidency - Google Aps - Toon-Do - Various Primary Source Websites Details / Task Analysis: 1. Prior Assignment – students will read and use SQ3R reading strategy for Chap. 7 Sec. 3&4 of The Americans to get background on Jacksonian Era
2. For a warm-up, students will take a formative assessment (may or may not be a homework grade) on Andrew Jackson’s presidency
3. Students will be introduced to essential question – To What Extent does Andrew Jackson deserve or not deserve to be memorialized on the $20 bill? They will be given a template to record evidence on both sides of the issue.
4. Students will watch assignment segments on-line of PBS documentary Andrew Jackson: Good, Evil, and the Presidency
5. Students will view several primary sources on-line involving Jackson and his presidency – political cartoons, Jackson’s writings, documents, etc.
6. Short teacher lecture on classic Andrew Jackson stories – Punch Bowl at the White House, Duels, Peggy Eaton Affair
7. Students will make post on Wall Wisher stating their opinion of why Jackson should or shouldn’t be on the $20 bill.
8. Students will participate in class discussion of essential question.
9. Students will complete a Toon-Do that expresses their opinion of Jackson or the essential questions
Lesson Assessment Plan: 1) How will you assess knowledge prior to the lesson? Warm-Up formative assessment using Google Docs 2) How will you assess learning after teaching? Participation on Word Wall
Participation in Class Discussion
Toon-Do Cartoon
Unit Exam Essay 3) If reteaching is needed, exactly what steps will you take to make sure each student will succeed. - Make sure students complete all assigned readings and watch video segments, using reading supplements if necessary
- 1-on-1 remediation with students as needed
Reflection: How is this technology integration meaningful; how does this lesson go beyond what teachers are able to do in a traditional classroom (hint: it should)?
The lesson will use a variety of teaching strategies and hit virtually all learning types. Word Wall allows students to share opinions of higher-level question and collaborate with others. Students will be able to learn and work at their own pace. The creation of the Toon-Do also allows engages the highest levels of Bloom’s Revised Taxonomy.
School of Inquiry & Life Sciences (SILSA)
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Grade Level: 10/11
Subject Area: Social Studies (U.S. History)
Title: Andrew Jackson: Good, Evil, and the Presidency
Standards:
NCDPI SCOS Competency Goal 2 Expansion and Reform (1801-1850) - The learner will assess the competing forces of expansionism, nationalism, and sectionalism.
2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism.
2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism.
Time Required: 2 90 min. class periods
Resources:
- The Americans text
- PBS Video Andrew Jackson: Good, Evil, and the Presidency
- Google Aps
- Toon-Do
- Various Primary Source Websites
Details / Task Analysis:
1. Prior Assignment – students will read and use SQ3R reading strategy for Chap. 7 Sec. 3&4 of The Americans to get background on Jacksonian Era
2. For a warm-up, students will take a formative assessment (may or may not be a homework grade) on Andrew Jackson’s presidency
3. Students will be introduced to essential question – To What Extent does Andrew Jackson deserve or not deserve to be memorialized on the $20 bill? They will be given a template to record evidence on both sides of the issue.
4. Students will watch assignment segments on-line of PBS documentary Andrew Jackson: Good, Evil, and the Presidency
5. Students will view several primary sources on-line involving Jackson and his presidency – political cartoons, Jackson’s writings, documents, etc.
6. Short teacher lecture on classic Andrew Jackson stories – Punch Bowl at the White House, Duels, Peggy Eaton Affair
7. Students will make post on Wall Wisher stating their opinion of why Jackson should or shouldn’t be on the $20 bill.
8. Students will participate in class discussion of essential question.
9. Students will complete a Toon-Do that expresses their opinion of Jackson or the essential questions
Lesson Assessment Plan:
1) How will you assess knowledge prior to the lesson?
Warm-Up formative assessment using Google Docs
2) How will you assess learning after teaching?
Participation on Word Wall
Participation in Class Discussion
Toon-Do Cartoon
Unit Exam Essay
3) If reteaching is needed, exactly what steps will you take to make sure each student will succeed.
- Make sure students complete all assigned readings and watch video segments, using reading supplements if necessary
- 1-on-1 remediation with students as needed
Reflection:
How is this technology integration meaningful; how does this lesson go beyond what teachers are able to do in a traditional classroom (hint: it should)?
The lesson will use a variety of teaching strategies and hit virtually all learning types. Word Wall allows students to share opinions of higher-level question and collaborate with others. Students will be able to learn and work at their own pace. The creation of the Toon-Do also allows engages the highest levels of Bloom’s Revised Taxonomy.